Research in instructional technology at the national institute of education, Singapore

Sponder, Barry; Hilgenfeld, Robert M.

doi:10.1007/bf02297517

Cited by 7 publications

(3 citation statements)

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“…A huge bonus is that they develop the much-needed life skills of learning how to learn and taking responsibility for their own learning. [5][6][7] Teaching with technology has many wide-ranging positive effects, including facilitation of individualized learning and cooperative learning, as well as institutional partnering. MacPherson 8 reported a preliminary evaluation of the computer-based laboratories in the first-year dental histology course.…”

Section: Discussionmentioning

confidence: 99%

Enhancing the Dental Histology Curriculum Using Computer Technology

MacPherson

Brueckner²

2003

Journal of Dental Education

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The predominant difference between the histology offered to dental students and that taken by other health care professionals is the emphasis placed on the oral tissues. The oral histology component of the dental curriculum is commonly handled in one of three ways, all delivering far more detailed information than the often less than one hour that a typical medical histology course spends on the oral cavity and its component tissues. Overall, three general curricular styles can be defined: 1) dental histology is taught by medical or dental faculty as a separate course, the oral histology component being a separate course taught by either faculty group; 2) medical and dental students take histology together in a single class with the oral histology component taught separately by faculty from either college; and 3) both basic and oral histology is taught within a single semester, the format used at the University of Kentucky College of Dentistry. The oral histology topics are similar in all of the course formats, regardless of whether they occur as a stand-alone course or are merged with basic histology. The main portion of this paper will describe a self-study, non-microscope-based laboratory experience designed to complement this fused topic course. Self-study labs using digital media are becoming more popular across both medical and dental histology curricula, specifically with the oral histology component where the histological skills for preparing these tissues are rapidly disappearing from many schools. This paper describes a typical syllabus for a fused course, outlining the topics for basic and oral histology, and demonstrates how the laboratory portion has been enhanced using digital technology.

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Section: Discussionmentioning

confidence: 99%

Enhancing the Dental Histology Curriculum Using Computer Technology

MacPherson

Brueckner²

2003

Journal of Dental Education

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“…There are many studies demonstrating that when using interactive materials, students not only learn more – more quickly and more enjoyably – they learn the much needed life skill of learning how to learn; that is, they begin to take responsibility for their own learning (Lamb, 1992; Sponder & Hilgenfeld, 1993; Jonassen et al, 1999). Davis shows that skills such as effective communication and working well in teams can also be learned with the use of technology – and these are skills that employers are looking for (Davis, 1997).…”

Section: Teaching With Technology: Positive Effectsmentioning

confidence: 99%

Technology‐supported learning:status, issues and trends

Vogel

Klassen

2001

Computer Assisted Learning

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Higher education is facing a broad range of challenges upon entering the new millennium with shifts in technology, paradigms and resources for learning. In response to these challenges, teachers are broadening their range of instructional methods. One area that is seeing increased attention is the provision of instructional support for 'selfaccessed' learning. This paper examines the status, issues and trends of multimedia instructional support. Examples associated with the development of CD-ROMs and interactive web sites are presented to illustrate important considerations for such development. It is hoped that these considerations will result in greater educational support for individualised learning.

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“…Such technologies are not a threat, but rather, they present a good opportunity for education (Falk & Carlson, 1992). Implementing this technology will give educators the chance to motivate the children, stimulate their interest, and encourage different, various ways of learning (Lamb, 1992; Sponder & Hilgenfeld, 1993; Stanley, 1995; Davis, 1997; Jonassen et al ., 1999). Technology may also provide pre‐service teachers an opportunity to collectively view and carefully critique video clips of various classroom activities, which can enrich their learning.…”

Section: Introductionmentioning

confidence: 99%

School experience course with multimedia in teacher education

Asan

2003

Computer Assisted Learning

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This paper describes an interactive and self-paced multimedia tutorial programme that provides pre-service teachers with a complete range of school system and teaching strategies. Situated learning has been used as the theoretical framework to produce the multimedia tutorial for a pre-service teachers' School Experience course. The programme allows pre-service teachers to implement approaches appropriate for teaching a K-12 curriculum. Two methods of information delivery were investigated: traditional lecturing and multimedia. The results show that using the multimedia tutorial leads to a positive difference in the School Experience course over participants in traditional lecturing. Pre-service teachers who participated in the multimedia group responded positively to a multimedia approach. This study concludes that using multimedia in teacher education enriches pre-service teachers' learning and provides them with an opportunity to view and critique various teaching methods and classroom activities collectively. faculty staff and schoolteachers' (mentor teachers) roles and their responsibilities were identified. Pre-service teachers were assigned to partner schools depending on school capacity to have sufficient class contact teaching time, and the pre-service teachers were organised to work in classrooms that cover subject areas and age ranges they were being prepared to teach. Pre-service teachers were introduced to the School Experience course twice, at the beginning and at the end of their teachertraining programme.The purpose of the School Experience course is to help pre-service teachers get acquainted with the school, pupils, and the teaching profession from various perspectives at an early stage in the training programme. Observations and practices are carried out by pre-service teachers under the supervision of a mentor teacher to prepare for teaching practice in class. Some of the observations and practices include use of questions in teaching, explanations and regulations for classroom teaching, management of a lesson and control of classroom, study of pupils from various dimensions, evaluation of pupils work, lesson planning, use of textbooks, group work, organisation of classroom environments, preparing and using worksheets, and micro-teaching applications in class.Recent research in Turkey indicates that there are some problems when implementing the School Experience course. Interviews with pre-service teachers and examination of their observation reports show that objectives and requirements are not successfully met by pre-service teachers. Misunderstanding of required activities by pre-service teachers, unexplained learning experiences in which the preservice teacher should participate, and inadequate training (including materials such as handouts study guides, and instructors manuals) were the most important problems encountered in implementing a school experience course (

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Research in instructional technology at the national institute of education, Singapore

Cited by 7 publications

References 0 publications

Enhancing the Dental Histology Curriculum Using Computer Technology

Enhancing the Dental Histology Curriculum Using Computer Technology

Technology‐supported learning:status, issues and trends

School experience course with multimedia in teacher education

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